Teacher Personal Styles and Environments

1
Teacher Personal Styles and Environments
2
Student Perspectives

• 1. Elementary studentts like school more
• 2. Middle school like school less and perceive
  less choice, interest, and enjoyment
• 4. Girls like school more than boys
• 5. Rural reported less interest and challenge and
  liked it less than urban
• 6. Gifted kids in magnet schools more challenged
  than GT and nonGT in regular school

3
Teacher-Control Style
4
Teacher Control Style
5
Teacher STYLE leading to failure

• BRICKWALL
• 1. Punisher
• 2. Guilter

• DICTATOR
• Classroom procedures and rules are enforced
  without student input

6

• Teacher style leading to failure

• JELLYFISH-Disengaged
• No structure, rules, or guidelines
• Inconsistent responses that tend to be reactive
  and more punishing

• Students have complete independence over
  classroom management with only institutional
  constraints

7

• Teacher style leading to success

• Encourages students to devise their own
  classroom policies

• BACKBONE
• 1. Buddy
• 2. Monitor
• 3. Manager

8
Where do Teachers Need for Control come from?

• Collected Experiences
• Educational and Work Background
• Personality Traits
• Views and Ideas on What Education Should Be
• Views on Roles of the Teacher vs. the Student

9
Reciprocal Control View
Family History of Control
CLASSROOM Opportunities for Control
10
Teachers Perceived Feelings of Being in Control
11
SELF- EFFICACY
I Can!

• An individuals
• perception of their
• ability to perform a task
• Kauffman and Wong, 1991

12
HIGH SELF- EFFICACY

• Allows teachers to perceive students as worthy of
  effort and attention!!
• Kauffman and Wong, 1991

I Can!
13
LOW SELF-EFFICACY

• Reduced efforts or giving up entirely
• Avoid challenges
• Kauffman and Wong, 1991

I Cant
14
Teachers Who Lack Confidence

• Low ability to set up effective behavior
  management plans
• Lower adjusting lessons/materials
• Lowest ability to manage classroom stress

15
Teacher Perspectives

• Result of past experience
• Modifiable with success
• Directly influences students behavior and
  attitudes

16
Effectiveness Questions?
17
Does structure help learning or inhibit
independence?
Versus

• Attainment of higher level learning objectives
  will not be achieved with relative ease through
  discovery learning instead, it will require
  considerable instruction by a skilled teacher
• Brophy (1986) in Heward, W. L. (2003)-

• Students minds are allowed very little freedom
  when specific psychological processes academic
  skills, and cognitive strategies are structured
  for them the more structured the curriculum, the
  more passive become our students Poplin (1988)

18
Self-directed learning
Drill Practice
Versus

• Development of basic knowledge and skills to
  levels of automatic and errorless performance
  Brophy (1986) in Heward, W. L. (2003)-

• Students take responsibility for their learning,
  which reduces behavior problems
• Works for all students, especially those with
  BD(Merriam Caffarella, 1999)

19
Are multiple methods the answer?

• A defining characteristic of a good special
  educator is knowledge and skill in using a
  variety of instructional methods
• Fuchs Fuchs (2000) Lovitt (1996)

20
Is Frequent Assessment Important?
Versus

• But 85 stated that they never or seldom
  collected and charted students performance data
  to make instructional decisions

• SPED teachers indicated it is important to
  collect performance data
• Greenwood Maheady (1997) in Heward, W. L.
  (2003)
• Direct, objective and frequent measurement of the
  student performance is one of the hallmarks in
  Special Education

21
Does Praise increase or decrease Motivation?
Versus

• Praise increases pressure to live up to praise
  w/ unrealistic expectations of future success,
• establishes a power imbalance,
• insults people if rewarded for unchallenging
  behaviors
• undermines intrinsic motivation
• Kohn (1993) -in Heward, W. L. (2003)
• Factors that contribute to low rates of teacher
  praise in classroom (Heward, 2003)
• will students will come to expect it?
• students should learn for intrinsic reasons.
• praising takes too much time
• it is unnatural to praise

• Praise, approval and other forms of positive
  reinforcement have positive effects on student
  behavior and achievement Alber Heward (2003)
  Maag (2001)

22
Do we build self-esteem or achievement?
Versus

• Self-esteem is more likely a product of high
  achievement and accomplishments
• Heward (2003)

• Teachers who worked to build student self-
• confidence had students with better academic
  performance emotional health (Stough
  Palmer, 2003)

23
Teaching Practices with Students w/ BD

• 1.Cooperative practices
• 2. Information explicitness
• 3. High rates of choice
• 4. Support (caringness)

• 1. increase of on-task behavior
• 2. benefits BD students in sm. group settings
• less activity better attention
• 4. valued by students

24
Yes!! High Expectations

• The most successful EBD teachers have high
  expectations for students academic performance
  and conduct
• They can also, readily bring a students
  behavior into line with their standards and
  tolerance.
• Reflective teachers had higher expectations
• M.Daugherty et al. (2003)Wong, Kauffman, Lloyd,
  1991

25
Not Patience?

• Frequent opportunities to respond, high
  expectations, and fast-paced instruction are
  especially important for students with learning
  and behavioral problems, because to catch up they
  must be taught more in less time, otherwise the
  gap between a normal and a disabled student
  becomes even greater.
• Kameenui Simmons (1990)

• Patience is a positive and valued trait in the
  classroom, but special education teachers often
  translate it into
• Slowed-down instruction
• Lowered expectations for performance
• Fewer opportunities to respond
• Fewer in class assignments
• Fewer homework assignments
• Heward (2003)

26
But also Not DEMANDING!

• Low tolerance for misbehavior
• High standards of appropriate behavior
• These teachers were also the most resistant to
  having a disabled student in their class
• Walker Rankin (cited in Kauffman Wong, 1991)

27
Is Emotional Climate Important?

• Negative fewer student gains
• Positive improved student self- concept and
  attitude toward school
• Morsink, Soar, Soar, Thomas, 1986

28
Transactional AnalysisTA
29
Theory

• Goal of TA to understand clearly what took
  place during the transaction and how to sustain
  mature transactions.

30
Components of Transactions

• Three ego states ( more readily understood and
  applied than Freudian id, superego and ego.
• The Child
• The Parent
• The Adult

31
The Child (before the age of 5)

• Impulsive, demanding, whining.
• Im not OK and you are (child, anxious
  dependency of the immature, withdrawn,
  depressed).
• Conflict with desire to win parent approval and
  desire to explore, touch, and test the world.
• Non-verbal - tears, quivering lip, pouting,
  temper tantrums, high pitched, whining voice,
  rolling eyes, shrugging shoulders, downcast eyes,
  teasing, delight, laughter, hand-raising for
  permission to speak, nail-biting, nose-thumbing,
  squirming and giggling.
• Verbal - I wish, I want, I dunno, I gonna, I
  dont care, I guess, when I grow up bigger,
  biggest, better, best, (and many similar
  superlatives).

32
The Parent

• Shaped by external events, represents lifesaving,
  talks with imperatives, directives, judgmental,
  extremes, rules, truths recorded from
  childhood, controls and nurtures
• Non-verbal - furrowed brow, pursed lips, pointing
  index finger, head-wagging, horrified look,
  foot-tapping, hands on hips, arms folded across
  chest, wringing hands, tongue-clicking, sighing,
  patting another on the head.
• Verbal - I am going to put a stop to this once
  and for all, Now, always remember, Evaluative
  words such as stupid, naughty, ridiculous,
  disgusting, shocking, asinine, lazy, nonsense,
  absurd, poor thing, poor dear, no! no!, sonny,
  honey, How dare you?, cute, there, Now what?, Not
  again!

33
The Adult

• Controls himself and the environment, can predict
  future incidents thinks rationally generalizes.
• Ability to categorize and generalize. Adult tests
  or checks out the rules and information of the
  parent to see if they are right. The adult
  determines when the feelings of the child can be
  expressed and knows when to obey parent rules or
  childs spontaneity
• Non-verbal - Listening attentively.
• Verbal - How much, in what way, comparative,
  true, false, probable, possible, unknown,
  objective, I think, I see, it is my opinion, why,
  what, when, who, and how.
• Im OK - youre OK (mature adult at peace with
  him/herself and others)

34
Roles in Transactions

• Four life positions
• 1. Child rules Im not O.K., you are O.K.
• 2. Parent rules Im OK and youre not OK
  (parent, criminal, psychopath, external locus of
  control, battered kids).
• 3. Desirable Im O.K., youre O.K.

35
Application

• Communication Disruption is the result of tension
  among the three inner forces.
• Parent and Child rule Im not O.K., and others
  are not O.K Everything is hopeless (suicidal,
  homicidal).

36
Personal Style Translated to Teaching
37
Some things to ask ourselves Which role do we
play MOST of the time?

• The director role?

Weitzman, E (1992)
38
Some things to ask ourselves

• The rescuer teacher role?

Weitzman, E (1992)
39
Some things to ask ourselves

• Ruled by time role?

Weitzman, E (1992)
40
Some things to ask ourselves

• The responsive teacher role?

Weitzman, E (1992)
41
Some things to ask ourselves

• The passive teacher role?

Weitzman, E (1992)
42
Some things to ask ourselves

• The entertainer role?

Weitzman, E (1992)
43
Some things to ask ourselves
Are entertaining or direction a child with his
own agenda?
Weitzman, E (1992)
44
Some things to ask ourselves
Are we using a director role with a passive child?
Weitzman, E (1992)
45
Some things to ask ourselves
The rescuer role with a reluctant child?
Weitzman, E (1992)
46
References

• Beck, C.R. (2001). Matching teaching strategies
  to learning style preferences. The teacher
  educator, 37, 1-15.
• Beyda, S.D., Zentall, S.S., Ferko, D.J.K.
  (2002). The relationship between teacher
  practices and the task-appropriate and social
  behavior of students with behavioral
  difficulties. Behavior disorders, 27, 236-255.
• Bussing, R., Gary, F.A., Leon, C.E., Garvan,
  C.W., Reid, R. (2002). General classroom
  teachers information and perceptions of
  attention deficit hyperactivity disorder.
  Behavioral disorders, 27, 327-339.
• Greene, R.W. (1995). Students with ADHD in school
  classrooms Teacher factors related to
  compatibility, assessment, and intervention.
  School psychology review, 24, 81-94.
• Johnson, L.J. Pugach, M.C. (1990). Classroom
  teachers views of intervention strategies for
  learning and behavior problems Which are
  reasonable and how frequently are they used?
  Journal of special education, 24, 69-85.
• Kehle, T.J., Bray, M.A., Theodore, L.A., Jenson,
  W.R., Clark, E. (2000). A multi-component
  intervention designed to reduce disruptive
  classroom behavior. Psychology in the schools,
  37, 475-481.
• Mrug, S., Hoza, B., Gerdes, A.C. (2001).
  Children with attention-deficit/hyperactivity
  disorder Peer relationships and peer-oriented
  interventions. New directions for child and
  adolescent development, 91, 51-77.
• Quigney, T.A. Studer, J.R. (1999). Using
  solution-focused intervention for behavioral
  problems in an inclusive classroom. American
  secondary education, 28, 10-18.
• Reid, R. (1999). Attention deficit hyperactivity
  disorder Effective methods for the classroom.
  Focus on exceptional children, 32, 1-20.
• Stormont, M. Stebbins, M.S. (2001). Teachers
  comfort and importance ratings for interventions
  for preschoolers with AD/HD. Psychology in the
  schools, 38, 259-267.
• Zentall, S.S. Stormont-Spurgin, M. (1995).
  Educator preferences of accommodations for
  students with attention deficit hyperactivity
  disorder. Teacher Education and Special
  Education, 18, 115-123.

47
References

• Beck, C.R. (2001). Matching teaching strategies
  to learning style preferences. The teacher
  educator, 37, 1-15.
• Beyda, S.D., Zentall, S.S., Ferko, D.J.K.
  (2002). The relationship between teacher
  practices and the task-appropriate and social
  behavior of students with behavioral
  difficulties. Behavior disorders, 27, 236-255.
• Bussing, R., Gary, F.A., Leon, C.E., Garvan,
  C.W., Reid, R. (2002). General classroom
  teachers information and perceptions of
  attention deficit hyperactivity disorder.
  Behavioral disorders, 27, 327-339.
• Greene, R.W. (1995). Students with ADHD in school
  classrooms Teacher factors related to
  compatibility, assessment, and intervention.
  School psychology review, 24, 81-94.
• Johnson, L.J. Pugach, M.C. (1990). Classroom
  teachers views of intervention strategies for
  learning and behavior problems Which are
  reasonable and how frequently are they used?
  Journal of special education, 24, 69-85.
• Kehle, T.J., Bray, M.A., Theodore, L.A., Jenson,
  W.R., Clark, E. (2000). A multi-component
  intervention designed to reduce disruptive
  classroom behavior. Psychology in the schools,
  37, 475-481.
• Mrug, S., Hoza, B., Gerdes, A.C. (2001).
  Children with attention-deficit/hyperactivity
  disorder Peer relationships and peer-oriented
  interventions. New directions for child and
  adolescent development, 91, 51-77.
• Quigney, T.A. Studer, J.R. (1999). Using
  solution-focused intervention for behavioral
  problems in an inclusive classroom. American
  secondary education, 28, 10-18.
• Reid, R. (1999). Attention deficit hyperactivity
  disorder Effective methods for the classroom.
  Focus on exceptional children, 32, 1-20.
• Stormont, M. Stebbins, M.S. (2001). Teachers
  comfort and importance ratings for interventions
  for preschoolers with AD/HD. Psychology in the
  schools, 38, 259-267.
• Zentall, S.S. Stormont-Spurgin, M. (1995).
  Educator preferences of accommodations for
  students with attention deficit hyperactivity
  disorder. Teacher Education and Special
  Education, 18, 115-123.

48
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